Study unit 5 – Group Lesson planning assessment

DUE DATE: 19 APRIL 2024

Question 1
Study the lesson (incomplete) below and answer the following questions:

The above incomplete lesson is for the subject of Natural Sciences and Technology Grade 6 or Life Skills
Grade 3 which addresses the theme of water pollution. Critically evaluate the effectiveness of the lesson
in integrating environmental learning in terms of the (a) learning activities and (b) assessment
opportunities that are used in both the introduction and presentation phase.
(10)

Question 2: Learning activity design

You are planning to design a lesson in celebration of “World Earth Day” on 22 April 2024, using this year’s
theme “Planet vs Plastic”. Choose any subject and grade in Foundation, Intermediate, Senior or FET
phase, and choose an appropriate theme for your lesson in line with CAPS. Design ONLY a learning
activity and assessment tool where you indicate how you will use experiential learning to ensure that
meaningful environmental learning is included to celebrate “World Earth Day”. (25)

1
EDTM 312 LU/LE 5
 Assessment criteria
Performance criteria Outstanding – exceeds Meets the Needs improvement Does not meet the
the standard: requirements minimum
requirement/
Plagiarism
Subject and phase 2 1 0
The topic, theme, The topic, theme, The topic, theme,
subject, and grade subject, and grade subject, and grade
theme are clearly theme are theme are not
highlighted. highlighted, but mentioned.
needs clarification.
Lesson objectives 3 2-3 1-2 0
Lesson objectives are well Lesson objectives are Lesson objectives No lesson objectives/
formulated and thought identified, well are identified but not lesson objectives poor
through. CAPS aims have formulated, and are well formulated, and / articulated/ lesson
been broken down into aligned to the theme. or not aligned to the objectives not aligned
clear lesson objectives Includes knowledge, lesson theme/ not to the lesson theme.
(and or key questions have skills, values appropriate
been identified) and are objectives. knowledge, skills,
aligned to the theme. values formulation.
Includes knowledge, skills,
values objectives.
Learning activity 9-10 7-8 5-6 0-4
aligned with
knowledge, skills and Learners’ activities are Learner activities are Some thought has It is clear that the
value objectives perfectly aligned with meaningful but more gone into the student did not reflect
lesson objectives and formal thought needs construction of the upon the construction
progress from lower to to be demonstrated learning process but of the learning activities
higher levels of cognition in with regard to the not all activities are and the learning
order to extend thinking learning process and meaningful. process.
and understanding is learners’ engagement
noticeable. with content.

9-10 7-8 5-6 0-4

Learning activities are well Learning activities Learning activities Learning activities do
thought through and clearly clearly show what show what learners not show what learners
A learning activity show what learners will do learners will do so will do so that they will do so that they
with an integrated so that they become more that they become become more become more
experiential learning knowledgeable, aware, more knowledgeable, knowledgeable, knowledgeable, aware,
approach to ensure active and skilled after the aware, active and aware, active and active and skilled after
meaningful environmental learning skilled after the skilled after the the environmental
environmental intervention. environmental environmental learning intervention.
learning learning intervention. learning intervention.
Environmental learning is Environmental learning
well thought of and clearly Environmental Environmental is not indicated in
indicated in the learning learning is clearly learning is indicated learning activity and
activity and assessment. indicated in the to some extent in the assessment.
learning activity and learning activity
assessment. and assessment.

Comments:

Question 3: Incorporating indigenous knowledge into Environmental Education.

Many indigenous people have their own beliefs about respecting, protecting, and caring for nature long
before formal environmental education began. Teachers are encouraged to expose their learners to local
indigenous knowledge that can benefit sustainable living. Design a poster where you teach about and
promote the use of any local sustainable indigenous knowledge practice used by any indigenous people
of Africa to conserve and protect the earth/environment. (15)

2
EDTM 312 LU/LE 5
 Criteria Mark allocation
a. Theme 2
 A relevant sustainable indigenous knowledge practice is
identified and is clearly reflected in the poster theme
b. Content and use of poster to support environmental 2 + 2 +2
education
 Relevant information about where the practice originates
and its benefits for sustainable environmental management
is clearly provided
 The poster clearly explains how the learners can incorporate 2
this practice in their own context to promote environmental
learning. Indicate the grade, topic and theme
c. Multimedia design: 2
 The information/ content in the poster is presented in a
coherent and logical manner for the achievement of a lesson
objective. The poster tells a good story.
d. Creativity and overall impression 2
 High level of creativity and innovation in the design of the
poster and in presenting the content.
e. Referencing 1
References included and correct referencing style used

Reflection
1. Briefly explain (paragraph of 10 – 12 sentences) what influenced your choice of the indigenous
knowledge practice mentioned above. (2)
2. Do you think indigenous knowledge practices can be accommodated in the current CAPS
curriculum? Explain? (2)
3. What message does your poster convey to your learners? (1)

3
EDTM 312 LU/LE 5
Group information.

Number of group Initials and Surname Student number

members
1.
2.
3.
4.
5.
6.
7.
Minimum 12 8.
9.
10.
11.
Maximum 12 12.

4
EDTM 312 LU/LE 5